Environmental Science 2/10/14

2/10 Review Quiz and Fossil Fuels WB p 30-362/11 Visit Coal Mine Online

HW: AR Energy resources2/12 Holiday No School

HW: Worksheet: “Unquenchable Thirst” #1-102/13 Lab: Fossil Fuels: Properties of Coal WB p. 29

and video “limits” video guide #1-7HW: Study for Quiz

2/14 Quiz and work is collected

Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them.

Bell ringer: 1. In figure 2, identify the independent variable.

2. According to the trend in figure 2, What happens to the amplitude as the period increases?

Amplitude

Figure 2

Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them.

Independently read WB p 30-31

Amplitude

Figure 2

Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them.

Independently read WB p 30-31And complete WB p. 35-36

Amplitude

http://www.oresomeresources.com/media/flash/interactives/coal_fired_power_station/

Coal to energy

Take out your Explore test results you received in advisory

Date: 2/4 Objective: I can review my EPAS scoresStudent Test Analysis Review InstructionsStudent Test Item Analysis

– Have students take out their MOY student score report– Model process to explain how students will look for questions that they answered incorrectly to determine the

reason for their error (use coding and example questions)– Students will complete the worksheet and answer questions at the bottom– Students without test results may either take the test (and then self-grade) as the others work, or assist students

who do have sheets

• Review the Test– Have students discuss what they found to be amongst their own mistakes:

• No time to answer the item• Misconception about a wrong answer choice• Careless error in choosing the answer• Did not know the content• Learned but did not remember• Other

– Based on student responses to why they answered a question incorrectly, as well as your own analysis of the test questions, go over the questions addressing the types of errors and ways to avoid mistakes.

– Review how they can avoid common mistakes, test-taking strategies, and basic skills as a part of your test review.– UNDER NO CIRCUMSTANCES SHOULD STUDENTS TAKE TEST BOOKLETS WITH THEM!!!!!!!! CLASS SETS WILL BE

RETURNED TO MS. ORTIZ IN THE MAIN OFFICE.

Date: 2/5 Objective: I can investigate the energy in snack foods

Bell Ringer: According to figure 1 and table 1, which species is found downstream of the sewage treatment plant?

Date: 2/5 Objective: I can investigate the energy in snack foods

Food Energy Lab1. Read the directions2. Establish roles

Person A - measures the mass of Frito, Cheeto, and DoritoPerson B – measures 100 ml of water in beakerPerson C – measures the water temperature before and after chip burningPerson D – Gathers the supplies and cleans up the supplies

3. Every member completes their own lab report – Hypothesis, data, calculations, graphs, conclusion, ad post lab question

Date: 2/6 Objective: I can investigate the energy in snack foods

Food Energy Lab1. Read the directions2. Establish roles

Person A - measures the mass of Frito, Cheeto, and DoritoPerson B – measures 100 ml of water in beakerPerson C – measures the water temperature before and after chip burningPerson D – Gathers the supplies and cleans up the supplies

3. Every member completes their own lab report – Hypothesis, data, calculations, graphs, conclusion, ad post lab question

Date: 2/6 Objective: I can investigate the energy in snack foods

Work to be completed today 1.Experiment2.Record data3.Calculations4.Two graphs5.Conclusion6.Questions

Date: 2/5 Objective: I can investigate the energy in snack foods

Quiz tomorrow1.Know experimental design2.Know the results of your experiment3.Know the types of energy4.Know about coal and natural gas creation,

production, and use

Date: 2/7 Objective: I can investigate the energy in snack foods

Complete your lab 1.Experiment2.Record data3.Calculations4.Two graphs5.Conclusion

Top 8 Strategies for the ACT Science TestRead through the instructions carefully, to orient yourselfDon't worry about details on your initial read-throughAlways refer to the passage and the question-stem before selecting an answerIn order to read most graphs and tables, you have to do four things: determine what's being represented, determine what the axes represent, take note of units of measurement, and look for trends in the dataWhen reading data, you should be on the lookout for the three characteristic patterns or trends: extremes (maximums and minimums), critical points (or points of change), and direct or inverse variation (or proportionality)If time is a problem, focus on the questions that require analyzing data from just a single table or graphDon't waste time trying to figure out which scientist is "right." Just worry about understanding their different viewpointsDon't panic if you don't understand both scientists' positions. Many questions will hinge on just one of the arguments.

In figure 1, the titration curve for ammonium lies approximately: